Application and Self-evaluation Provider Guideline E & A FET 3C. E & A FET 3C 06 August 2013 Page 1

Transcription

1 Application and Self-evaluation Provider Guideline E & A FET 3C E & A FET 3C 06 August 2013 Page 1

2 1. Introduction The General and Further Education and Training Act number 58 of 2001 as amended assigns to Umalusi the responsibility of quality assuring private providers of education and training who offer programmes that lead to qualifications / standards in the general and further education and training band of the NQF. Private FET Institutions form part of its constituency and as such they are required by law to seek accreditation with Umalusi. 2. Purpose: This guideline has been developed for private further education and training providers intending to apply for accreditation with Umalusi. These are FET institutions that: Qualify to be registered as private FET institution in terms of the FET Act (Act 98 of 1998) Offer programmes leading to a qualification registered on the Umalusi Sub-framework of qualifications 3. Useful References Umalusi recommends that evaluators familiarize themselves with the following documents before attempting the evaluation of provider submissions: General and Further Education and Training Quality Assurance Act number 58 of 2001; FET Act of 2006; Policy for the Quality assurance of private Adult learning Centres, Private Further education and Training Colleges and the accreditation of Private Assessment Bodies. Criteria for the Accreditation and Monitoring of A&FET Institutions; and Internal Policy and Process Document for the Accreditation of Private Providers in General and Further Education Internal Continuous Assessment (ICASS) Guidelines for Report 191 Programmes in FET Colleges February 2013 version Revised guidelines For The Implementation Of Internal Continuous Assessment (ICASS) In The NC(V) qualifications At The FET Colleges- Updated February 2012 E & A FET 3C 06 August 2013 Page 2

3 4. Preparing for self-evaluation The Purpose of Self-evaluation Self-evaluation should be carried out in a well-thought out and systematic way. It is important to always keep the purpose of the self-evaluation in mind. The outcome should be: FET institutions that has an established internal quality culture FET institutions that complies in all respects with Umalusi accreditation criteria. 5. Please ensure that the following steps have been taken before commencing with the self-evaluation: Orientation of Staff and Concerned Parties Before starting self-evaluation all staff, and particularly those who will be involved in the evaluation, must be informed of the purpose and value of the exercise. The self-evaluation exercise enables staff to find out about their institution by identifying strengths and weaknesses and highlighting areas for internal development. Changes and improvements cannot be made if staff is not prepared to implement them. In other words, quality awareness is required. People should not have the impression that the existing quality system in the organization is being sidestepped in favour of a completely new system. The emphasis must be on improving the coherence in what currently exists. Each institution should develop policies, procedures and a monitoring and review system that is adapted as much as possible to the context and the characteristics of the institution. Establishing a Self-evaluation Committee The Adult and/or FET institutions must establish a self-evaluation committee of 3 6 members that is representative of the various levels of management, staff and learners in the institution. The committee should be led by a senior member of staff who will act as chairperson and ensure that the selfevaluation is conducted with integrity. Management should explicitly support and stimulate the initiative. Orientation of the Committee Familiarise the committee with the relevant Umalusi policy documents; Provide copies of the self-evaluation guide and instrument to each member of the committee; and Study the guide thoroughly so that the requirements of the self-evaluation are understood. E & A FET 3C 06 August 2013 Page 3

4 Planning the Self-evaluation Draw up a plan and timetable for the self-evaluation and assign roles within the committee; and Inform the management, staff and learners involved. 6. COMPLETING THE SELF-EVALUATION REPORT Provider Self-evaluation Instrument The Criteria: The self-evaluation report emphasizes compliance issues and has been organized around minimum criteria. Under each criterion are the indicators that will demonstrate compliance with the criteria. The evidence required is listed below the corresponding indicator. The form has the following columns: Criteria column: The criteria and the required evidence is listed in this column Evidence column: The provider selects the appropriate drop down to indicate the availability of evidence. This is done by selecting the appropriate drop-down, that is Yes = evidence is available No = evidence is not available Provider score column: The provider scores the evidence submitted by college by selecting the appropriate score from the drop-down. Provider comments column: Comments with regard to the submitted evidence are written in this column by the provider. The same columns are available for the evaluators. E & A FET 3C 06 August 2013 Page 4

5 7. The section on evidence requirements lists the evidence required to prove claims of compliance. Providers are expected to prove their claims by uploading the required evidence and presenting it in a portfolio.- The table below shows the evidence required per criteria and how to score the submitted evidence. The evidence is scored as follows: Submitted evidence not relevant = 1(less than 70% of the required evidence per question) Not all the required evidence submitted = 2 (between than 70% and 79 % of the required evidence per question) All the required evidence submitted = 3 (between 80% and 100% of the required evidence per question) EXAMPLE CRITERIA Criterion: 1. Mission directed leadership and management. INDICATOR: 1.1 Governance structures are constituted and carry out their duties in accordance with the manner in which FET institutions are constituted, and meet the requirements of the legal statutes under which they operate. Evidence Requirements: Evidence available Yes/No Provider Score Provider s Comments E & A FET 3C 06 August 2013 Page 5

6 1.1.1 Certified copy of the CIPC certificate Proof of lodging an application for registration as an FET institution with the Department of Higher Education and Training/or a certificate of registration List of legal statutes under which the institution operates. Evidence available Yes/No Provider Score Provider s Comments 8. UNDERSTANDING THE PROVISIONAL ACCREDITATION CRITERIA 1. Mission directed leadership and management are concerned with the attainment of the vision and mission as informed by its legal framework and context, as well as national priorities, through strategic leadership and effective governance structures and strategies; and the effectiveness with which the qualification mix and provision is selected, planned, managed, quality assured and improved. Resources are appropriately allocated and used to ensure that the institution is viable and sustainable. It reflects the institutional commitment to monitoring and evaluation in order to improve quality and the establishment of the required infrastructure and processes to ensure quality provision. 2. Teaching and training enacts the curriculum and reflects appropriate instructional approaches that support learning, in respect of qualifications the institution is accredited for, and the development of suitable learning programmes and materials in support of these qualifications. 3. Learning and assessment are at the core of the enactment of the curriculum. It is evident that staff development and proficiency in respect of teaching and assessment are in keeping with learner profiles, the purpose and the context of qualifications offered at FET colleges. 4. Learner support is evident through academic guidance and support, financial support (if appropriate), work placement, tracking of graduates; and the availability of articulation and progression routes for learners. Support functions also include physical resources and efficient management of programme delivery on and off-site, as required. Flexible delivery modes are made available to open up access to education and training. 5. Achievement and results encapsulates the use of quantitative and qualitative data such as learner attainments, access rates, learner retention rates, learner progression and placement rates to improve learner success. This information is also used to track learner achievement. E & A FET 3C 06 August 2013 Page 6

7 . EVIDENCE SCORING TEMPLATE CRITERIA Criterion 1 Mission directed leadership & management INDICATOR 1.1 Appropriate governance structures are established, are active in support of the FET institution and satisfy all current, relevant legislation and regulations. Evidence requirements Scoring the evidence Certified copy of CIPC (or CIPRO) company registration certificate Certified copy of DHET registration certificate or acknowledgement from DHET of your application for registration. Certified copy of CIPC Certified copy of CIPC = 3 Copy not certified = 2 Certified copy of DHET certificate or Certified copy of DHET letter of acknowledgement Irrelevant document submitted = 1 Certified copy of DHET certificate or Certified copy of DHET letter of acknowledgement Organograms for both the company and the institution showing job titles and clear lines of authority and responsibility. Organogram showing the following structures: Management Administrative and Academic structures Organogram showing all structures = 3 Organogram showing only 2 structures =2 Organogram showing 1 structure = Quality Management System (QMS) Show scope, and processes & procedures that give effect to the system. Quality management System of the college E & A FET 3C 06 August 2013 Page 7

8 Management responsibility policy. Managing for Responsibility (Roles and responsibilities of personnel and committees) Integration: Putting Responsibility into Practice Improvement, Innovation, and Learning. Responsibility Measurement Performance measurement, analysis & improvement policy Human resource management policy. Monitoring and review of the policy Key Performance Indicators Self-assessment process Managing underperformance Process External / Internal Verification / Moderation and assessment practices Continuous Professional Development, staff training and support Monitoring and review of the policy Recruitment & selection (hiring) Compensation and benefits administration, including recognition and rewards Performance planning Training/development, Policy complying to available legislature, e.g. Labour Relations Act, and Basic Conditions of Employment Act Monitoring and review of the policy 4 to 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 7 relevant requirements submitted = 3 4 to 6relevant requirements submitted =2 Irrelevant or 3 and less requirements submitted 6 Relevant requirements submitted = 3 3 to 5 relevant requirements submitted =2 Irrelevant or Less than 3 requirements submitted E & A FET 3C 06 August 2013 Page 8

9 Financial resource management policy. Corporate Governance: Roles of Board of Directors, Committees, and Principal. Risk Management Financial Planning: Budget Preparation & Budgetary Control measures Accounting Principles and line of authority Audit (Internal and External Audit procedures Monitoring and review of the policy Physical resource management policy. Policy must address: Procurement of resources in line with the qualification requirements Maintenance of resources Updating, upgrading and replacement of resources. Monitoring and review of the policy Occupational health & safety policy. Policy must address the following aspects of OHS Acts: o Templates for safety inspections o Template for the incident form o Templates for the internal audits o Organisational structure for dealing with safety issues Certified copy of OHS certificate Letter of appointment for safety officer Monitoring and review of the policy 6 Relevant requirements submitted = 3 3 to 5 relevant requirements submitted =2 Irrelevant or Less than 3 requirements submitted 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted 7 relevant requirements submitted = 3 4 to 6relevant requirements submitted =2 Irrelevant or 3 and less requirements submitted E & A FET 3C 06 August 2013 Page 9

10 Information management policy. Policy must address the following aspects : Safety Guidelines for all users Access control to the MIS Protection data integrity Software requirements guidelines Hardware requirements guidelines Network Management and Security Computer Lab Scheduling/Rules Internet Policy, Rules and Regulations Backup of information Monitoring and review of the policy Marketing policy. Ensuring a positive image of the institution. Ensure the curriculum offer and modes of delivery are determined primarily by the requirements of those it seeks to serve. Identify, and target appropriately, specific market segments. Effective promotional activities. Monitoring and review of the policy Programme scope, content & review Personnel responsible for Program policy. reviews. Annual Program Review Procedures Content of Program Review: Assessment of student learning, program demand and efficiency Frequency of Program Reviews Dissemination of Program Reviews 8 to 10 relevant requirements submitted = 3 6 to 7 relevant requirements submitted =2 Irrelevant or 5 and less requirements submitted 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted E & A FET 3C 06 August 2013 Page 10

11 Learner recruitment and admission Policy must address: policy. Learner recruitment Selection and entrance criteria Language policy Exemptions, credit transfer and recognitions Disabled applicants Monitoring and review of the policy Facilitation & learning policy. This must cover: the induction mentoring retention and support of facilitators Monitoring of teaching in class Use of monitoring results for improvement of teaching and learning Teacher qualifications Teacher development Lesson preparation Monitoring and review of the policy Learner support policy. Policy must address: Learner support programmes offered Evaluation of the learner support activities How weaknesses identified by the evaluation are used for improvement 6 Relevant requirements submitted = 3 3 to 5 relevant requirements submitted =2 Irrelevant or Less than 3 requirements submitted 8 to 10 relevant requirements submitted = 3 6 to 7 relevant requirements submitted =2 Irrelevant or Less than 4 requirements submitted 1 correct or Irrelevant submission E & A FET 3C 06 August 2013 Page 11

12 Assessment policy. The policy must address the conduct, administration and management of: ICASS ISAT Internal moderation National examinations offered External moderation Appeals procedure Analysis of assessment outcomes Outline of how the review of learner results is used for improvement Quality assurance processes relating to assessment Formative assessment Security and reliability of learner results Monitoring and review of the policy 12 relevant requirements submitted = 3 6 to 11 relevant requirements submitted =2 Irrelevant or Less than 6 requirement submitted Learner progression policy. Progression requirements Methods for identifying students not meeting academic progression requirements Academic Progression Report Monitoring and review of the policy 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted E & A FET 3C 06 August 2013 Page 12

13 Appeals and grievance policy. Categorisation of appeals and different policy & procedures for each: Assessment Appeals Academic Grievances and Appeals Non-Academic Grievances and Appeals Financial Appeal Monitoring and review of the policy 6 Relevant requirements submitted = 3 3 to 5 relevant requirements submitted =2 Irrelevant or Less than 3 requirements submitted Governing body or Council Submit a copy of the constitution plus members names, contact details & constituency represented A schedule of Governing Body/Council meetings and agenda & minutes of the two recent meetings An example of situational analysis reports tabled for discussion Academic Board Governing board/council member list with: Member s names Member s qualifications Member s contact details Member s specialist knowledge Schedule for the governing body / council. Meeting attendance register Reports from situational analysis that includes: Strengths of the college Weaknesses of the college Opportunities for the college and Threats to the college 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted 2 requirements submitted =3 1 requirement submitted =2 Irrelevant submission 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted E & A FET 3C 06 August 2013 Page 13

14 Constitution plus members names, qualifications, contact details and specialist knowledge relating to qualifications offered by the institution. Academic board member list with: Member s names Member s qualifications Member s contact details Member s specialist knowledge in relation to qualifications offered by the college. 4 relevant requirements submitted =3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted A schedule of meetings and agenda & minutes of the two recent meetings of the Academic Board An example of appeals and grievance reports considered by the Academic Board or the template used for dealing with appeals. Schedule for the academic board meetings. Meeting attendance register Two(2) meetings minutes An example of an appeals report or A template for dealing with appeals 1 correct or Irrelevant submission 2 correct requirements submitted =3 1correct requirement submitted =2 Irrelevant submission INDICATOR 1.2 It is the responsibility of leaders and managers to establish the strategic direction of FET institutions and ensure that the institution s vision is realized and it s mission is accomplished in the context of national priorities. E & A FET 3C 06 August 2013 Page 14

15 Vision & mission statements that show how own educational objectives may be achieved in the context of national priorities The planned qualification mix and learning programmes matched to identified critical skills needs A strategic plan for realisation of the institution s vision and mission. The registered Name of the Institution Names and contact numbers of the owner(s) Short history, mission and vision Accreditation, institutional memberships, and special recognitions and honours. Available academic programs and any extra curricula activities. Motivation for the selection of the programme Report on the skills gap Matching of skills needs to programmes applied for The plan must indicate what the organisation wants to accomplish over a given time period and how that will be achieved. It must answer the following : What do we do and for whom? Where are we today? Where do we want to be in the future? How do we close the gap? What resources will we need to implement the plan? How will we know if we are succeeding? 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 1 correct or Irrelevant submission 6 Relevant requirements submitted = 3 3 to 5 relevant requirements submitted =2 Irrelevant or Less than 3 requirements submitted E & A FET 3C 06 August 2013 Page 15

16 INDICATOR 1.3 INDICATOR 1.3 Leadership and management are supported by comprehensive and effective administrative, financial and information management systems that are regularly evaluated for relevance and efficiency and have the capacity to track and deliver data that reveal an accurate picture of performance and inform decision making Name, position and condensed job description(s) of the person or persons responsible for administrative, financial and management information functions and systems An outline of the administrative systems in place and how they are evaluated for continuing relevance, effectiveness and efficiency An outline of the management information system and how it is evaluated for continuing relevance, effectiveness and efficiency List recommendations made to improve the relevance, effectiveness and efficiency of the systems and highlight those that have been implemented in the current year List indicating names, position and job description 0f people responsible for : Administrative system Financial system and Management Information system Outline of the administrative system of the college Process for the evaluation of administrative system Plan for the evaluation of the administration system The following reports generated by MIS: Learner financial report Learners enrolled per programme Learner academic report Learner attendance report Improvements implemented as a results of: Review of the MIS Review of administration system and Review of financial management system 1 correct or Irrelevant submission 1 correct or Irrelevant submission 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted 1 correct or Irrelevant submission E & A FET 3C 06 August 2013 Page 16

17 1.3.5 Agenda and minutes of two recent meetings where matters relating to the evaluation process and the changes recommended were discussed; together with the names, position, relevant qualifications and/or constituency represented of persons present. INDICATOR 1.4 Resources are secured and used to ensure institutional viability, sustainability and the achievement of institutional objectives in relation to the qualification programme offered Agenda and minutes of meetings where MIS, administration and financial systems where discussed Schedules of MIS,financial and administration system meetings Meeting attendance registers. 1 correct or Irrelevant submission Financial resources. Provide a cashflow forecast for the current year, supported by most recent audited financial statements, showing that available funds are sufficient to sustain planned operations. The forecast for new institutions may be supported by an auditor s certificate or certified copies of bank statements Provide financial budgets for the next three years including income and cashflow statements. Cash flow statement Audited financial statement or certificate Budget for the next three years Projected income statement 2 correct requirements submitted =3 1correct requirement submitted =2 Irrelevant submission 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission Show provision made for the protection of learners if the institution is for any reason unable to deliver the full programme for which learners have paid fees. (A tuition assurance scheme.) Surety Teach-out process 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission E & A FET 3C 06 August 2013 Page 17

18 1.4.4 Human resources. Show schedules indicating number of facilitators, learner/facilitator ratios and minimum qualification requirement of facilitators employed (or to be employed) for each learning programme Physical resources. Show the process and procedure followed to confirm that prescribed resources in accordance with subject guidelines are sufficient for the number of registered learners and appropriate to the typical learner profile Show how learner access to computers and the internet for research and project work is allocated Provide a line drawing indicating space available for teaching and all other operational purposes together with a schedule confirming that space is appropriate to the planned learning programme Show your plan for the maintenance, updating, upgrading and replacement of all physical resources List of lecturer qualifications together with subject allocations Resource allocation policy Process and procedure for the allocation of resources Planned number of learners per programme DHET resource list for the programme Time table for access to computers Number of learners per computer Physical layout of the teaching and administration areas. Delivery timetable that shows: o Classroom allocation o Time allocation o Lecturers allocated o Subjects offered A plan indicating dates, and people responsible for : Maintenance of physical resources Replacement of resources Updating of resources List submitted = 3 Irrelevant list is submitted 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 1 correct or Irrelevant submission E & A FET 3C 06 August 2013 Page 18

19 1.4.9 For each programme offered, show a schedule of the financial resources allocated to the programme; broken down to show separately the provision for facilitation, learning materials & equipment and other direct costs. INDICATOR 1.5 Internal implementation of policies and procedures is effectively monitored and reviewed for the purpose of quality assurance and continuous improvement Show the process and procedure followed to ensure that all personnel understand and are able to implement institutional policies Constitution of self-valuation team with member s names & qualifications and details of expert knowledge offered and/or constituency represented. Breakdown of financial resources allocation per programme Staff induction plan with regard to: Organisational values Conditions of service Roles and responsibilities of staff Health and safety Line of authority Self-evaluation team: The names of all members their position in the institution and qualifications Breakdown per programme submitted = 3 Breakdown per programme not submitted = 1 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 1 correct or Irrelevant submission A schedule of self-evaluation team meetings and the agenda and minutes of the two most recent meetings. Schedule of self-evaluation team meetings Meeting attendance register Agenda and minutes 1 correct or Irrelevant submission E & A FET 3C 06 August 2013 Page 19

20 Give an example of a development plan and/or actual measureable improvement that has been made as a result of outcomes from the selfevaluation process. One example of improvements made by self-evaluation. Plan of monitoring the outcomes of the self-evaluation process Example of improvement or plan of monitoring submitted = 3 Irrelevant document submitted = 1 INDICATOR 1.6 Ensure fairness, integrity and transparency in all dealings with learners, relevant stakeholders and the community at large Provide a copy of your marketing plan for the current academic year Provide a copy of the institution s prospectus for the current academic year and any other promotional material currently being distributed Show how the institution helps prospective learners to select a programme that is likely to provide a satisfactory learning experience with positive outcomes that will help the learner to find gainful employment or access to higher The plan must t indicate: Marketing activities Dates of implementation and People responsible for implementation. Prospectus that shows: Vision and Mission of college Governance and management structure Programmes offered Modes of delivery Admission requirements Delivery sites Contact details Tuition fees Accreditation status of programmes Career guidance programme Career guidance schedule Responsible people 1 correct or Irrelevant submission 9 relevant requirements submitted = 3 4 to 8 relevant requirements submitted =2 Irrelevant or Less than 4 requirements submitted 1 correct or Irrelevant submission E & A FET 3C 06 August 2013 Page 20

21 education Show how the admission process is monitored to ensure that institutional policies and procedures are followed and that the system is subjected to regular review for the purpose of quality assurance and continuous improvement Provide a copy of a fully completed and signed learner contract between the institution and a learner enrolled upon a programme currently in progress. The admission policy The admission process and procedure The review process for the admission process Monitoring and review of registration process Enrolment plan Contract addresses the following: FET programmes offered Duration of programme Accreditation status of programmes NQF level of programme 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted Criterion 2 Teaching and training INDICATOR 2.1 Teaching staff are enabled to enact the curriculum and achieve the purpose of the qualification. E & A FET 3C 06 August 2013 Page 21

22 Show how the quality of classroom teaching and learning is monitored and assessed Show the action taken to monitor satisfaction levels amongst a range of identified stakeholders Outline the processes and procedure followed to correct weaknesses and build upon strengths revealed by monitoring teaching and learning and/or stakeholder satisfaction Provide an example of a facilitator training and development programme currently in progress Provide data on facilitator turnover for the current and previous year Outline the process and procedures for the employment of facilitators and include a copy of a completed and signed contract relating to a current member of the facilitation staff. Plan for the conduct of classroom visits. Plan must show: Dates of visits People responsible for visits Templates used for classroom visit Classroom visit follow-up Feedback report to teacher Client satisfaction survey for teachers, learners and other stakeholders Schedule for the conduct of surveys Process and procedure for correcting weaknesses identified by monitoring of teaching. Staff development plan showing: dates of training staff to be trained and type of training to be conducted Staff retention policy Previous year s facilitator turnover data. Process and procedure for the appointment of relevant teachers. Employment contract 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission Process and procedure submitted = 3 Submitted evidence not relevant = 1 1 correct or Irrelevant submission Staff retention policy submitted = 3 Submitted evidence not relevant = 1 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission E & A FET 3C 06 August 2013 Page 22

23 INDICATOR 2.2 Learning materials of a content and quality appropriate to each programme offered, in quantities that are sufficient to meet the needs of all registered learners, are available on time and in use Show action taken that facilitates the delivery of learning materials to registered learners on time, every time Agenda and minutes of the two recent meetings held to review learning material and equipment. Criterion 3 Learning and assessment Identification of relevant learning materials Evaluating and establishing an approved list of textbooks and learning materials Procurement Management of libraries and the provision of reading materials Reconciliation of resources to number of learners Meeting attendance register Schedule of learning material meetings Agenda and minutes of where learning material results are discussed 5 relevant requirements submitted = 3 3 to 4 evidence requirements submitted =2 Irrelevant or 2 and less requirements submitted 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission E & A FET 3C 06 August 2013 Page 23

24 INDICATOR 3.1 Appropriate assessment instruments, in keeping with the purpose and context of qualifications, are used Show how you select and/or develop appropriate formative and summative assessment instruments and tasks that are relevant to the content and purpose and level of each learning programme and are in accordance with subject assessment guidelines Show how appropriate marking tools/ marking guides and markers are developed or selected in relation to the selected assessment instruments and procedures Submit a pre-assessment moderation checklist - Show how and by whom the selected assessment instruments and marking tools are moderated before assessment takes place. Process and procedure for the development of: Formative assessment Summative assessment Teacher PoA and leaner PoE Plan for the design of ICASS and conduct of ISAT: Due dates for the design and moderation of ICASS Due dates for the conduct of ISAT People responsible for the design and moderation People responsible for the conduct of ISAT Plan must cover: Analysis of task Technical criteria Content coverage Cognitive skills Types of questions Language and bias Overall impression Assessment tool 1 correct or Irrelevant submission 4 relevant requirements submitted = 3 2 to 3 relevant requirements submitted =2 1relevant or irrelevant requirement submitted E & A FET 3C 06 August 2013 Page 24

25 The plan must be in line with Annexure B (Report 191 and Annexure H2 NCV) Submit a post assessment moderation checklist Annexure C for Report 191 and Annexure I2 for NCV Submit a moderation report template. Annexure D for Report 191 & Annexure K1 for NCV Submit a composite pre and post moderation checklist Annexure D for Report 191 and or Annexure K2 for NCV Summarize the guidance and training This must cover: provided to enable facilitators to manage the Teacher qualifications and development assessment process and encourage learner Staff development programme achievement. Training on ICASS Training on the conduct of ISAT Training on invigilation Dealing with irregularities in exam room 6 Relevant requirements submitted = 3 3 to 5 relevant requirements submitted =2 Irrelevant or Less than 3 requirements submitted Summarize the specific arrangements made for the security and reliability of learner results and for working with external assessment agencies. Security of learner results and Reliability of learner results 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission INDICATOR 3.2 The assessment process and outcomes are used to develop & improve learning programmes, enrich the learning experience and create greater opportunities for learner achievement E & A FET 3C 06 August 2013 Page 25

26 Outline the process and procedures adopted for analysis of assessment outcomes Show the processes and procedures followed to correct weaknesses and build upon strengths revealed by the analysis process. Process and procedure for analysis of assessment outcomes Reports from analysis of assessment outcomes Plan for the analysis of assessment outcomes with date and roles Process and procedure for correction of weaknesses identified in the analysis of outcomes 1 correct or Irrelevant submission Process explained =3 Process not explained INDICATOR 3.3 Assessment tasks relating to subjects in the National Certificate Vocational conform to Subject assessment Guidelines Show how you ensure that all assessment tasks relating to subjects of the National Certificate Vocational (NCV) and or Report 191 conform to the relevant ICASS mark requirements as published by the Department of Higher Education and Training Provide details of the duration and mark allocations for tasks that constitute ICASS mark. A table showing the number and spread of tasks that constitute the ICASS mark: Annexure T3 for Report 191 and or Annexure F for NCV 1 correct or Irrelevant submission Submit a subject assessment plan per subject Annexure T1 for report 191 and or Annexure A for NCV Submit a subject assessment schedule per Annexure T2 for Report 191 and or E & A FET 3C 06 August 2013 Page 26

27 subject Submit an analysis grid and checklist for each question in a task Submit a template for recording of ICASS marks. Annexure B for NCV Annexure A for report 191 and or Annexure E.1 for NCV Annexure T4 for report 191 and or Annexure J1 J4 for NCV Explain the process used to design assessment tasks. Process for the design of assessment tasks explained Process explained =3 Process not explained Explain the process used to moderate the assessment tasks. Process for the design of assessment tasks explained Process explained =3 Process not explained How are marks recorded and what moderation process is used? How, by whom, to whom and when is feedback on the outcome of assessment tasks provided? Mark sheets for the submitted tasks Moderation plan for the submitted tasks Copy of assessment report or sample of assessment report 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission Copy or sample of assessment report submitted =3 Irrelevant submission submitted INDICATOR 3.4 A representative selection of assessment tasks set for the subjects currently offered are submitted. E & A FET 3C 06 August 2013 Page 27

28 3.4.1 Submit the following types of assessment task per subject per programme: 3 x assessment tasks per subject per programme Assignment Test and Project The tasks must be in line with the subject assessment guidelines Submit a plan that indicates how the ISAT will be executed. The plan must indicate: The type of the current ISAT People responsible for the execution of ISAT ISAT plan that indicates: The type of the current ISAT People responsible for the execution of ISAT Dates of execution Dates of execution What process is used to make certain that the optimum balance between theoretical and practical assessment is achieved? Submitted tasks indicate the notional hours required for both practical and theoretical work Tasks with required notional hours submitted = 3 Submitted evidence does not indicate notional hours = How do you ensure that tasks are directly relevant to the specific outcomes of the Tasks that relate to specific outcomes of qualification submitted Tasks relating to specific outcomes submitted = 3 Submitted evidence not relevant to specific outcomes = 1 E & A FET 3C 06 August 2013 Page 28

29 qualification or part qualification to which the assessment relates? Comment on the cognitive level of the tasks. INDICATOR 3.5 Cognitive level of submitted tasks indicated Cognitive level of tasks not indicated Cognitive level of tasks indicated = 3 Submitted evidence not indicating the cognitive level = 1 The institution has processes and procedures in place to ensure that ALL assessment activities are fair and equitable What action is taken to ensure that all assessments are conducted in a manner that is fair, manageable, reliable and valid; and that supports the concept of equal opportunities? Assessment tasks match the assessment outcomes indicated in the assessment plan. There is a match between assessed activities and the assessment plan = 3 Irrelevant submission = Submit the agenda and minutes of two recent meetings where matters relating to the planning and conduct of assessments are discussed; together with the names, relevant qualifications and/or constituency represented of persons present. Agenda of two recent meetings where assessment issues are discussed. Minutes of two recent meetings where assessment issues are discussed 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission Criterion 4 Learner support E & A FET 3C 06 August 2013 Page 29

30 INDICATOR 4.1 The institution provides activities, programmes and services that meet the academic, cultural, moral, physical, progression and/or work placement needs of learners Submit learner support programme and schedule Submit a representative selection of reports on individual learners to whom a support service has been provided Explain how privacy and integrity of learner information is protected. Submit the agenda and minutes of two recent meetings where matters relating to learner support are discussed; together with the names, relevant qualifications and/or constituency represented of persons present. INDICATOR 4.2 The quality of learner support services are managed and improved through implementation of appropriate policies, procedures and regular monitoring and review. Learner support programme and schedule that shows; Learner support activities People responsible for implementation Dates of implementation Learner support register Reports from learner support services Explanation of : Learner privacy submitted Integrity of learner information protection Meeting attendance register Schedule of learner support meetings Agenda and minutes of learner support services are discussed 1 correct or Irrelevant submission 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission 2 correct requirements submitted =3 1 correct requirement submitted =2 Irrelevant submission 1 correct or Irrelevant submission E & A FET 3C 06 August 2013 Page 30

31 Provide the name, position and condensed job description of the person responsible for the evaluation of learner support activities for the purpose of quality assurance and continuous improvement. Criterion 5 Achievement and results Review plan for the : Learner support system The plan must indicate; Learner support activities, implementation dates of activities and people responsible for implementation of activities 1 correct or Irrelevant submission INDICATOR 5.1 Quantitative and qualitative evaluation and review of data relating to all aspects of institutional performance over a complete programme cycle Indicate the process employed to review institutional performance and achievement. The process must address the following : Data collection methods Learner attainments Access rates Learner retention rates Learner placements rates Monitoring and review of the policy 6 Relevant requirements submitted = 3 3 to 5 relevant requirements submitted =2 Irrelevant or Less than 3 requirements submitted E & A FET 3C 06 August 2013 Page 31

32 5.1.2 Show the range of data gathered, the processes of statistical or other analysis applied and the outcomes achieved. INDICATOR 5.2 The outcomes of the performance and systems review process are integrated into the institution s future plans Agenda and minutes of two recent meetings where the development of future plans was discussed; together with the names of persons present, with details of their position in the organization and relevant qualifications and/or constituency represented. Learner statistics information per programme for the last 3 years Meeting attendance register Schedule of learner achievement and result meetings Agenda and minutes of learner achievement and result are discussed Statistic for 3 years submitted = 3 Statistics for less than 3 years submitted = 2 Irrelevant statistics submitted = 1 1 correct or Irrelevant submission E & A FET 3C 06 August 2013 Page 32